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A schoolteacher sees new possibilities for assessing student learning.

New Possibilities for Teaching: Type in the Classroom (Research Series – NC Part 2)

Oct 04, 2021
Kesstan Blandin, PhD
KESSTAN BLANDIN, PhD is the Vice President of Research and Development at the Center for the Applications of Psychological Type in Gainesville, FL, where she conducts research in Jungian typology and archetypes.
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In this Research Series of articles, focusing on type In the Classroom, we are highlighting studies that are useful to all of us who work with the MMTIC® system. This first project, in the series, is a large two-year study at Combs Magnet Elementary in Raleigh, North Carolina, where the MMTIC instrument and system were comprehensively incorporated into the school system. In the previous article, Part 1, we introduced the mixed methods research study conducted by the Friday Institute for Educational Innovation, North Carolina State University, in collaboration with Dr. Elizabeth Murphy, and CAPT. In this second article, Combs-Part 2, we are discussing the impact to teachers as type was incorporated into the classroom. (Follow this link to read Part 3 in this series.)

The study at Combs Elementary was complex and multi-layered. It began with two days of interactive training by Dr. Elizabeth Murphy, co-author of the Murphy-Meisgeier Type Indicator for Children®, where the third-grade teachers received instruction on how to work with psychological type in children and how to incorporate knowledge of type into the classroom. Dr. Murphy further provided monthly coaching sessions with the teachers and weekly emails with suggestions on how to apply type in lesson plans and communication. The third-grade teachers applied type theory into instructional practices through: 

  1. Z-model decision making process 
  2. Modifying assignments and assessments 
  3. Offering choices (on how to complete assignments) based on type preferences 
  4. Using language respecting type preferences

Researchers at the Friday Institute gathered data through teacher surveys (Professional Development and Impact surveys), focus groups with teachers, and ethnographic observations in the classroom and during teacher planning periods. The outcomes fell into four main groups: 

  1. Developing type awareness  
  2. Understanding and connecting with their students 
  3. Working as a team 
  4. Seeing new possibilities for assessing student learning  

Developing Type Awareness  

It may be stating the obvious, but a deep understanding of psychological type and how it can impact learning and behavior is an essential first step to incorporating type meaningfully into a classroom or school. Only with a sound awareness and knowledge of type can teachers truly begin to modify their instructional practices to respect type differences. As we referenced in the previous research article  in this series, the teachers had eye-opening experiences of realizing that they tend to teach information in a manner that matches their own preferences, which likely do not match that of most of their students.  

Understanding and Connecting with Students  

One teacher stated, "I think this has helped me in better understanding how to interact with my students. It also helped me to understand why my students act in ways that they act." Developing a sound type awareness provided teachers with a deeper understanding of how their students learn and behave, which was especially insightful with regard to behavioral issues. The teachers agreed that the language of strengths (preferred type) and stretches (non-preferred type) used with the MMTIC was a useful way to talk with students not only about their preferences but specifically to lean into challenging areas. For example, one teacher noted that it "became easier to talk to kids about strengths and stretches [when] pushing them to do something they didn't want to." As will be discussed in the student outcomes in the next article of this series, the language of strengths and stretches from Dr. Murphy's work clearly resonated with students as well, encouraging them to challenge themselves.  

Working as a Team  

The impact of the study reached into an appreciation for the type differences among their fellow teachers. The third-grade teachers realized that their team included people with different type preferences. One teacher admitted that after learning about personality type, she realized that she has a Judging (planful, scheduled, decisive) preference and was avoiding working with teachers with a Perceiving (open-ended, flexible, adaptable) preference. But this teacher recognized that this difference meant that her coworker had unique strengths that made a stronger team. She reflected, "At first, I was a little hesitant to [work with her]. But now I realize she comes up with amazing out-of-the-box ideas that I can't even think of. We realize how we can build on our strengths, instead of just being like 'she's different from me, we don't do it.'"      

Seeing New Possibilities for Assessing Student Learning  

One of the most exciting outcomes with the teachers from the MMTIC initiative was that the teachers see greater possibility for assessing students in ways that allow them to show their mastery. Dr. Murphy first asked teachers to examine their existing assessments. Teachers had (another) "aha" moment when they realized that the majority of questions were oriented towards Sensing or Thinking preferences. Dr. Murphy guided them on how a small change in the framing of the question can bring it to appeal to Intuition and Feeling preferences. Teachers were struck by how a relatively simple change could potentially allow different students to draw on their strengths while maintaining the standards in the curriculum. One of the Combs administrators summed up the import of this practice by noting, "The implications for a child showing their gifts is far more likely to happen when teachers have an understanding that there's just not one way a child can show all that they know." 

Whether we are working with a school system, teacher's professional development, or incorporating psychological type into a specific classroom, beginning with developing type awareness in the adults who work with and instruct the students is a crucial first step. A big lesson we learned through the MMTIC initiative at Combs Elementary was to take more time on this first stage and make sure all the teachers and administrators had a solid grounding in type before working with students. An innovative discovery in the study was that small changes in language attending to all type preferences can make assessments more inclusive and promote the ability for all students to express their knowledge. The impact of type on learning starts with the adults who work with children and impacts the adults as much as it does the students. 

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Yvonne Nelson-Reid, PhD
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Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, PhD, is the Senior Development Associate at the Center for Applications of Psychological Type (CAPT®), the publisher for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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Introvert-Extravert Learners : Type Tip #9

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Aug 02, 2021
Kesstan Blandin, PhD
KESSTAN BLANDIN, PhD is the Vice President of Research and Development at the Center for the Applications of Psychological Type in Gainesville, FL, where she conducts research in Jungian typology and archetypes.
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In this new Research Series, we will highlight studies that are relevant and useful to all of us who work with the MMTIC system. This first series is on a large two-year study at an elementary school in Raleigh, North Carolina, where the MMTIC instrument and system was comprehensively incorporated into the school system.

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YVONNE NELSON-REID, PhD, is the Senior Development Associate at the Center for Applications of Psychological Type (CAPT®), the publisher for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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People tend to make inaccurate assumptions about themselves when faced with a problem to solve that requires them to go outside of their natural personality type. We can all use our opposite preferences when a situation requires it, however, it might feel awkward or uncomfortable, and we may be less effective in how we use them, leading to stress and a sense of personal failure. Children may experience this at a higher rate.

In this second article of "From the Kids" series, Yvonne Nelson-Reid chronicles a moment in her daughter's journey of understanding personality type differences and the compromises needed to succeed in school.

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Introversion or Just Shy? : Type Tip #12

There is a difference between the energy of introversion and shyness. Shyness is a social trait which causes a person to hesitate in social encounters. People who prefer Introversion only hesitate when the thought or situation is new. There is no hesitation with familiar settings. Also, introversion gives us a cue about how a person regains their energy. Shyness is a behavioral reaction. A person who prefers Extraversion may also be shy, gaining energy through interaction but hesitating in social situations.

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Nov 03, 2021
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, PhD, is the Senior Development Associate at the Center for Applications of Psychological Type (CAPT®), the publisher for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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Starting with an understanding of communication styles can make a difference in all our relationships.

In this third article of "From the Kids" Series, Yvonne Nelson-Reid discusses how understanding type differences can help teenagers navigate the complications of high school dating. Her teenage daughter describes the positive impact that learning about, and appreciating, communication style differences based on personality type, had on her own relationship.

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Feeling and Feedback: Type Tip #14

Young children with a Feeling preference may interpret a lack of feedback as being undervalued or disliked. It is not an issue of ego or self-esteem. Since the Feeling preference is typically about doing something for someone, they need assurance that what they did met the need. Parents with a Thinking preference may underestimate the importance of feedback to a child who prefers Feeling.

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People of differing types enjoying a holiday meal together

Happy Holiday Type Tips for All

Dec 02, 2021
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, PhD, is the Senior Development Associate at the Center for Applications of Psychological Type (CAPT®), the publisher for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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Happy holidays from People Stripes! May these type tips be our gift to you, bringing you peace, joy, and love, with the hope of acceptance this holiday season.

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Word Choice Matters: Type Tip #15

Frame your question with the mental process (Sensing, Intuition, Thinking, Feeling) you want them to use. Your choice of words influences which process is used in the response: "Find the flaw..." (Thinking), "Help me explore other possibilities..." (Intuition), "What do we already know?" (Sensing), and "What makes this important?" (Feeling). 

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Students using their strengths and exercising their stretches to get along

Student Outcomes (Research Series – NC Part 3)

Jan 05, 2022
Kesstan Blandin, PhD
KESSTAN BLANDIN, PhD is the Vice President of Research and Development at the Center for the Applications of Psychological Type in Gainesville, FL, where she conducts research in Jungian typology and archetypes.
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This is the third, and final article of the two-year study at Combs Elementary school in Raleigh, North Carolina, where the MMTIC® instrument and system was comprehensively incorporated into the school system. In this article Kesstan Blandin highlights the education the third-grade students received on decision-making using the psychological type Z-model, and student outcomes for the study.

The seven main student outcomes were: (1) developing type awareness, (2) enhancing their self-awareness, (3) advocating for their choices, (4) challenging themselves to improve their stretches, (5) improving classroom community, (6) enhancing their self-management, and (7) promoting motivation and engagement. Three of these outcomes are discussed in more detail.

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Thinking/Feeling - Both Decision Words: Type Tip #16

Those with a Thinking preference tend to hear the word "feel" as an emotion. Those with a Feeling preference hear that word as a decision, a choice. So, when I work with young children, I try to use a pair of words. Instead of saying "How do you feel about that?" I say, "What do you think or feel about that?" Children who prefer Thinking can latch onto the "think" word and children with a Feeling preference can latch onto the word "feel."


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A diverse group of students, working together, can develop empathy and appreciation for differences and similarities.

Personality Type and Social Emotional Learning: Social Awareness (SEL Series – Part 6)

Jul 05, 2022
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, PhD, is the Senior Development Associate at the Center for Applications of Psychological Type (CAPT®), the publisher for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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In the sixth article of the series, Personality Type and Social Emotional Learning, Yvonne Nelson-Reid highlights how Social Awareness, along with an understanding and appreciation of type differences, can make way for the constructive use of these differences. Differences often drive us apart, but valuing these differences can unite us and instill greater compassion and empathy for others.

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Get ready for school: taking the MMTIC assessment for self-awareness can make your school year less stressful

Back to School: Don’t Forget Supplies for Self-Awareness

Jul 28, 2022
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, PhD, is the Senior Development Associate at the Center for Applications of Psychological Type (CAPT®), the publisher for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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Back to school! Now more than ever, young people need social and emotional guidance. In this article Yvonne Nelson-Reid encourages giving your child the gift of the MMTIC® assessment to help your child become self-aware. Type awareness teaches your child what their natural strengths are and where they may find learning challenging.

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Siblings in conflict can use type awareness to navigate their differences and appreciate each other's natural type preferences

It is Okay to be Me! Navigating Sibling Conflict

Aug 30, 2022
Sandra Etherington
SANDRA ETHERINGTON is a mother of two and the host of the Family Personalities podcast, a show that helps break down personality type models so that we can use them in our everyday parenting. A UCLA alumna, with a background in mathematics, Sandra has a love of models that help us understand humans and our interactions with one another.
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This month’s article is by Sandra Etherington, a mother of two who is an MBTI® and MMTIC® certified professional. Sandra eloquently shares her own parenting experience dealing with her children and a conflict that arose between Thinking and Feeling preferences.

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The Joy is in the Details: Type Tip #24

Children with a Sensing preference enjoy sharing all the rich details of an event. How could you possibly understand the ending if you don't know all the pieces? When asked to describe a presentation at school a young child who prefers Sensing started with "We were on Unit 22 - Rounding" and then she continued with explicit details. Their joy is sharing. If you do not have time to listen to everything it would be better to say, "Tell me Chapters 1 and 2 now and save the rest of the story for later. I can listen better then." Hurrying a child's (Sensing preference) narration can send a secondary message that the details are not important when they really are important to them.

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